Reading List Choice:Virtual Journal
I will be keeping track of my reading list using a Google document. Books I've read/ I plan on reading for my YAL Reading list include:
1. Indian Captive: The Story of Mary Jemison By Lois Lenski ( Read) Nonfiction
2. The Giver By Lois Lowry (Other World Novel) (Read)
3. Ellen Foster By Kaye Gibbons ( Problem Novel) (Read)
4. Either 3 Cups of Tea (Read) & Orphan Train by Christina Baker Kline(Read already) (Diverse Culture Novel)
5. Their Eyes Were Watching God By Zora Neale Hurston (African American) (Read)
6. Skellig By David Almond ( Magical Realism/Adventure) (Read)
7. I'll Give You the Sun By Jandy Nelson ( LGBTQ) (read)
8. The Fault in Our Stars By John Green ( Read)
9. American Born Chinese By Gene Young (Read ) and Smile By Raina Telgemeier ( Read) ( Graphic Novels)
10. Gary Paulsen series: Hatchet, The River, Brian's Winter ( Read Hatchet so far) ( YAL Series)
11. The Adventures of Huckleberry Finn By Mark Twain ( Personal Choice) (Read)
12.1984 By George Orwell ( Drama? ( NOT READ)
Some books were picked because I thought I needed to read them for the Praxis 2 and they fall under the YAL category. Not all are selected for pleasure reading but I look forward to reading them regardless.*
Comment: Hey, Sameerah, It would be helpful to distinguish between what you've read and what you're planning to read. It would also be helpful to know which genre you're attributing the books for. Best, Dr. Y
What is Young Adult Literature? Pre-Reading Definition:
The literature includes a variety of genres for young adults between the ages of 11-20. Stories are told from the perspective of a young adult. Stories are usually quick to read and are fast-paced and keep the reader engaged in his/her own bubble or world to escape and understand reality. YAL deals with a lot of emotions and allows young adults to learn more about life and taboo topics while staying in a safe environment. Their imaginations are allowed to wander into different experiences and help them mature. There is always an emotional struggle in YAL and therefore young adults are able to connect, vent, and escape reality.
Post-Reading Definition:
The literature includes a variety of genres for young adults between the ages of 12-18.Stories are told from the perspective of a young honest and realistic adult with interesting themes, relating conflicts that are consistent with the young adult's experience, and language use is modern and relatable to readers. YAL helps young adults in their journey into adulthood through concrete physical, social, emotional experiences to help them with their struggles with identity, relationships with adults and society, and the choices they make.
Reflection on pre and post readings: Perhaps YAL became a trend because society changed. Adults and children grew apart with time, events, and even schools. The teacher was more involved with students at a personal level and could relate and "get close" in the early and mid 1900s (even earlier to that think about the period when the elite had a governess). The teacher once knew students at a personal level and thus knew their interests. As they grew apart, the need to understand them and their needs became an integral part of keeping them in the classroom which is why we have YAL- to fill in the gap. Chapter 11: Bushman & Hass: ( Aug 24-31,2017):
After reading chapter 11, I felt both my pre and post definitions were correct and didn't change much except for age. What age was considered a "young adult" back then??? I believe it was different in the 1500s,1600s,1700s, 1800s, and even early 1900s. I found this interesting and worth sharing ( Source from Age of Consent link): In his book, The Emphatic civilization, (Penguin, NY, 2000) Jeremy Rifkin points out that the concept of adolescence only emerged during the last decade of the nineteenth century and the first three decades of the twentieth century. Society started to think of childhood as extending beyond puberty, into the later teenage years. Before that, children were considered to graduate into adulthood with the onset of puberty.”
The "Age of Consent" ( scroll all the way down) in documented European and American history was as early as 7 to 15 years for girls and 12-16 for boys- the norm there and most other places in the world (when a girl reaches puberty back in the day, in countries like Spain, that hasn't changed much even today). What intrigued them at 7?12?15? As a reader and from discussions and recollections with my mother, whose mother was of European decent, I feel that more information could be added to this chapter. Although adults wanted young adults to read classics, religious, moral, didactic literature to shape a generation of responsible God-fearing and accomplished young adults, they read and shared more between each other in secret because they feared criticism and knew how harsh society and family could be- reputation was everything back in the day. Scriptures, the Bible, and other religious texts had moral lessons that young adults could reflect on and even wander into different "experiences." I was surprised the popular 1816 Frankenstein by Mary Shelly wasn't brought up in the reading. It was a big hit back then and young adults would buy her books (she used a pen name) sometimes in secret. Society wasn't happy that it was published because it went against their religious and scientific beliefs, but it generated more authors to publish different genres which later developed YAL. I feel any text back then that defied "society" could be categorized as YAL. Moreover, work that wasn't published was shared among society especially between friends/cliques for pleasure as a hobby. It was read before bed-time, a stroll in the garden, or as personal letters so they had personal space. They were able to tap into taboo topics and explore what life could be like in other societies, times, etc. More over, I feel that young adults were very interested in literature of demonology and witchcraft (ex: redheads were burned back then- so many different reasons to want to read about it) and Greek mythology which then translated into other great works of literature especially poetry. Europe was busy colonizing India and Africa. Journals and literature was read and shared and these young adolescents wanted to live a life of adventure and explore. West meets East- many books such as One Thousand and One Nights were translated and read in 1706.To those who couldn't afford an education, literature and topics of their interest was revived through oral storytelling and songs.Perhaps that's one reason why YAL doesn't go far into history. What young adults read and what adults wanted young adults to read are 2 different things.
My great grandmother was flogged because she wasn't suppose to read Uncle Tom's Cabin; she was told it was a "pack of lies."It was published around the 1850's and she was born in 1859 although her death certificate states 1892. She's the 4th person in the 1st row. The point of this picture is to show that just 2 generations ago, my mother's aunt ( the deceased great-looking chick in white) was only barely 15 yet she was treated and considered an adult even earlier than that. They matured much earlier than this generation. In the second picture, my grandmother is pregnant with her 3rd child and is only 17 years old. My grandfather is 21. I firmly believe what was then considered the age of young adult was between 8 to 13 based on family evidence . Every era and society will be different too. They read what was appropriate according to society, however, I know that journals, letters, and other work were shared in private- reflections of how they felt and what they endured which was more appropriate to their time , socio-economic and emotional struggle. They seem to hide this "side" of them.My grandfather keeps all his diaries in a box till today. Attached are other interesting things I've come across somewhat related to the reading:
Comment: Powerful connections, Sameerah. Helps illuminate, perhaps, some of the myths about youth today being expected to mature much faster than in the past. You touch on some of the hidden elements in the past that I think are probably more exposed today with media whether real, imagined, or exaggerated. And, you also raise the subversive nature of adolescent communication -- the need to communicate with each other in spaces outside of the adult gaze or recognition. Thank you for integrating the family artifacts -- very compelling! Best, Dr. Y
Chapter 2: Bushman & Hass: How do you evaluate and choose what you read?( Aug 25-Sep 7, 2017)
Pre-Reading: I usually look at the cover and turn the book over to read whatever is on the back/end matter. If there's an epilogue, information about the author, or a synopsis of the book, I'll read it to see if I'm interested. Most times, I read the first page to see if there is a hook and make up my decision. I know that in some books, hooks don't appear until after a few pages into the chapter. I'll read a book based on a recommendation, especially if my librarian recommends one. I think it's important to build strong rapport with your librarian so they can get a sense of who you are and what you like in order to recommend you might cherish in the long run. I've always been a picky reader. The writing style, perspective, and events/plot must interesting. More importantly, I must like the character regardless if he or she is bad/ different/ unfortunate.I prefer reading and learning more about 'round' characters and see if there is a change or development in personality.I am not one to leave a book unread even if I don't like what I am reading. I'm usually very frustrated if I don't like what I'm reading and can therefore relate to young adults when they are forced to read something they don't enjoy. There's always that chance I may end up liking it.
Post-Reading: YA's enjoy reading realistic literature with a carefully crafted hook. The plot can vary in type but more importantly is character development to help readers connect and relate feelings, experience, and a whole range of relatable conflict.Themes are universal and most relate to human conditions. Style affects more than word choice and an omniscient point of view is preferred so that readers get into the mid-set of the characters. Other literary elements are important such as humor, metaphors, flashbacks and foreshadowing for different purposes; mainly it is a realization that YAL can be taught in the classroom for its richness. They have a role in YAL, but from my understanding of the reading, elements of literature have a more profound impact and can challenge the cannon. Young adults make meaning of what they read and what they sense in the world around them, they are more eager to do something with this meaning when they write."I was impressed to read that they liked neatly-tied endings with closure. This made me think back to when I was a young adult. I remember reading The Catcher in the Rye and I felt that it didn't give me closure because it wasn't the ending I had anticipated. Even though there was an ending, I wanted a better ending for Holden. The writing style made me feel like I was going on a journey of self-exploration and inner conflict with him and I found it difficult to find closure. I still regard that book as one of my favorites, however, I was disappointed back in the day.This chapter made me realize that if given an opportunity to do a novel study, I must understand my students, their needs, interests and find a common ground first so that I can select a suitable book to teach them effectively. Reading shouldn't be a punitive task in the classroom.
Chapter 3: Beers et al: What does it mean to be multi-literate? (Aug 25- Sep 7, 2017) Pre-Reading: I've never come across the term. I assume it means literate in different genres, texts, cultures and societies. Or multi-literate in both digital/electronic and printed material? Post-Reading: According to Cope and Kantzis , it refers to "modes of representation much broader than language alone." On page 23, it says "literacies are multiple and vary according to the social contexts in which they are enacted." To a certain extent, both my pre-reading definitions combined are true. People will read both printed and digital/electronic texts and will use media as a platform to discuss, share ideas, and make a stance where their voices are heard. This made me think of social media and how for example, Twitter has changed and developed language, context, and usage in the eyes of "Digital Immigrants". The new generation or "Digitial Natives" are quite skilled where users are forced to use 140 characters ( even though it doesn't follow conventional spelling or grammar) to create a brief, concise form of thought and the topics they discuss are universal and relate to their social contexts with the use of signs. The older generation may think that Twitter or even "worse", Tumblr destroyed the English language with new ideas and contractions such as :Y'all'd've" and I'dn't've/ it'dn'tve. Aside from humor, it introduces you to other dialects and an interesting insight to be able to observe what new words are created to pack as much information as possible in a tweet or post. Moreover, I realize how different the two generations could be in this modern world, for example, the pound sign # was reformed and developed into hashtag. New name, new use, new definition. This video beautifully illustrates the difference between the thinking of digital immigrants and natives.Click this! Read the YouTube description box. When I'm in the classroom, I feel torn. I find myself torn between the two generations in regards because they both have valid viewpoints. What should be allowed in the classroom? As a PS1/pre-service teacher, I was fortunate enough to actually see the implementation of the hashtag in the classroom. I saw how effective it was as homework and through a recap activity. However, in other activities, I saw no purpose and began to worry! What does English look like in the modern day classroom? Times have changed and so has literacy yet when will our policy and decision makers recognize it? What will it look like if "their" literacy skills are used in the classroom to create something dynamic and new? Although I want my students be be able to read and write in standardized English, I feel it is a matter of time that even news anchors and reporters ( who look and sound professional because of standard English) will be using colloquial language and style of the newer generation. #Flashback#Foreshadow#BridgetJonesReporting
Comment: Yes, times are changing and they change faster than ever now! I resisted the removal of the hyphen in email for the longest time, but it is standard now. I will not give up my oxford comma, but words and symbols can have more than one meaning -- the # video is funny. I believe that ship has sailed -- # can have multiple meanings and hashtag is not going to end anytime soon I believe. This demonstrates the power and evolutionary nature of language, as well as the ability of multiliterate youth and adults to repurpose technology in dynamic ways.
Chapter 3: Bushman &Hass: What are your takeaways in terms of thinking about a place to begin with students and teaching literature to YA?(Sep 8- Sep 14, 2017)
The beginning of the chapter was frustrating to read. I felt a lot of fingers were pointed at the teacher. I was shocked that there hasn't been any changes in the teaching of literature. Student are simply not reading in school, assuming that it is the teachers fault ( pg 53 literature instruction focused on teaching information, analyzing the text teaching and seeking specific knowledge about the text). I'd point fingers as policy makers who have shaped education into being just that. The State has requirements and the teacher fulfills them by making sure students are passing assessments.And the common core? These all dictate the way we teach. Students aren't readers.... maybe it's time to throw away the old cannon and come up with one tailored for the classroom's cultural and emotional needs and interests.That is what this chapter was implying. Again, I realize every school is different and the skills and techniques a teacher brings in the classroom won't be the same for each student; thus they have different attitudes towards reading. On page 56, I disagree with the statement, " literature is experience, not information, and that the students must be invited to participate in it, not simply observe it from outside." As a middle school student I remembered getting my experience from the information I learned, then used it with creativity to create something unique, I found myself guilty of thinking I was measuring performance where instead students are determining my expectations and answers; thus their real learning was overlooked most of the time.I like how this chapter gave some ideas regarding to teaching strategies and style to create student literature experience. If I had power ( I'm assuming we will be stuck with the scripted curriculum),I would allow students the ability to choose and read a variety of challenging books appropriate for their age level and interests. Moreover, for assessment, they would need to find a creative way to express how literature has affected them through experience ( without teacher suggestions to see what they are capable of producing) and I believe students will bring something new and unique- their true literacy skills will shine and a fondness of reading will be established and maintained in the classroom.
Chapter 6: Bushman &Haas + Chapter 11 Nilsen et al:( Sep 14-Sep 21, 2017) Prior Reading: In middle school, my teachers had their own library. I don't remember the school having a library on campus and the public library was within walking distance to the school. I remember ALL the students would walk to the library and finish homework and read until their parents could pick them up. I lived across the school and the library was my third home ( school was my 2nd!). My teachers offered a lot of varied texts- books from the cannon, YAL, short stories, lots of books on poetry, and a huge compilation of student work she had gathered over the years bound into a book (and we took turns reading them because it was great and indirectly set a standard for us- if our work was good enough others could read). I read everything I could provided in the class only because my teachers brought life to books by reading excerpts and leaving us wanting to find out more. Our first period was homeroom and we did a lot of silent reading (from her shelf of books) and I appreciated that time of the day the most. Sometimes we just listened to her read- my parents would tell oral stories before bedtime( we had a busy life and my parents never read to us) and so I enjoyed being read to. We could choose what we wanted to read and rushed to steal books after the teacher would give us a "sneak peek." I enjoyed the cannon when it was taught in school because of the teacher's style and approach. In high school, we had a textbook and did our structured assignments. I can't complain about that. I did well. It was easy at the time but then after the 9/11 attacks, I did independent study and had to self-teach/read everything. I only read textbooks and didn't read as much because I was trying to finish high school early and moved abroad. High school readings weren't memorable but university made up for everything I missed. Post Reading: My teacher used some of the "Lucky Seven" activities like making a movie poster/book cover for a novel we read and monopoly. She gave us a layout and we took that home and wrote questions- she provided us with a "menu" of question types ( we had to provide answers on index cards). What I remember about monopoly was if we integrated tricky elements of literature or figurative language, then we could skip spaces. We used our work in class and played our own games with classmates. Wendy William's What's Cooking in Your YAL Class brought some memories (the recipe critic unit)where we had to select a recipe, try it out at home, write out the cooking procedure following an evaluation of the cooked result using a sheet of adjectives she provided. Students sampled each others food and wrote a paragraph review for each student and we complied a portfolio. Everything was project based and student centered. Although it might not seem like "literature" is being taught, it was- just in a different approach. We did a lot of expository and persuasive writing. But then again, we were responsible for our own writing by "doing the research" and reading at home. The teacher guided us in the classroom and we worked with our peers. When I was teaching, I've tried thematic units and one-book one in middle school and thought that was very successful. I love the ideas and samples the chapter provides. However, one-book, one-class didn't seem as successful when I tried it with high school students.I never tried one-book, one-student and would love to implement the idea in the classroom. I saw how effective it was in your classroom as you introduced the course and fell in love with the idea. I now see how the same idea can be built upon and used in the classroom on a daily basis. I love Bushman & Hass! It is something I feel I will be using and referring to later on in life (in practice ...one day?)I'm very grateful that you selected textbooks that we can apply in life. They were worth the time and money!
Chapter 4: Bushman & Hass : The Reading- Writing Connection ( Discuss your experiences as a student and your takeaways as an ELA teacher.( Sep 21-Sep 28, 2017)
As a student in middle school, I remember learning how to take notes and then formulate my notes into an essay. We had a lot of required "research" papers and the main community library was across the street. Our teachers had us use the library a lot for different subjects and uses. I also remember that we did a lot of creative writing- short stories, narratives, and poetry. However, it wasn't really guided or structured. Something that took me by surprise was that grammar didn't help you become a better writer. I remember my teachers giving us mini- grammar lessons to make sure we were aware of different sentence structures ( passive/active...simple/compound/complex) so that when we did write, we had to reflect and make changes or the teacher would stress a lot on it using her red pen.Most of the writing we did was in response to answer comprehension questions. I remember writing a lot for my current events and speech class (something I hated because I was never comfortable talking or reading in front of an audience). Later when I went on to high school, writing became more guided and there was a lot of structure. We were able to see that writing is a long process and workshops were always held to teach different types of essays. We were given a chance to read student work and discuss what made it strong or poor writing and the teacher made us reflect a lot on organization and cohesion. Laterm when I did independent study (after the 9/11 attacks), most of my writing was comprehension- based- answering textbook questions, research papers and almost no creative writing.
However, as a new teacher, I remember teaching my students to respond to the text using similar examples from the book. Writing and reading are very connected and my students would work together to find meaning to their reading through their writing. I learned a few new strategies to engage students in reading and writing. I love the idea of buddy journals to create written dialogue about the books they are reading. I wish I knew about it while I was teaching because ALL my students were heavy readers! I also like the bio-poem and it can easily be used for any novel in middle school. I was reading through all the examples and wondered how many pre-reading activities are suggested before introducing them to the novel?
Chapter 8 Beers:What do Aguilar, Fu, and Jago provide for us in thinking about how we teach and meet the needs of ELLs? (Oct.12-Oct.19, 2017)
I enjoyed this reading because it provided positive instruction on how to handle, teach and meet the needs of English language learners. I agree that we should hold high standards and expectations of ELL student and allow them to use their native language in the classroom. As teachers, we should respect their learning styles and allow them a silent period of two months if they need it. I really feel that if the teacher tries to build rapport and has school support and an interpreter, students will start using English sooner. It's important to asses their proficiency so that we can create lesson plans that support their needs so that we too can meet standards. I see that in schools, ELL students are not encouraged to speak in their mother tongue. Asking them to refrain from their language is hurtful and hard as they can take it as if you are asking the to "forget" or abandon their identity. It can create a language barrier. By encouraging and allowing students to sit together and talk in their mother tongue, they can express their true concerns and issues that matter to them. They can help each other express feeling and opinions and translate from one language to the other. They want to be apart of the school and community and by grouping them together, they can feel apart of the school community. They should be allowed to use their language because it acts as a scaffold to the second language. It is really important for teachers to educate themselves and understand the differences and similarities between English and foreign languages and their culture so teaching styles can be adjusted
When I was working abroad, ESL centers and school management FORBID students to use their mother tongue in the language. Moreover, they did not allow teachers to use a second language (I am bilingual). I am guilty of allowing them to use their language or even translating for them only when I saw it necessary. However, I do not regret it because I saw growth and student's worked harder in the classroom. This chapter made me feel much better.
Chapter 9: Beers: One Teacher to One Student with One Powerful Strategy by Harvey Daniels and Interlude 3 " Reading with Adolescents."(Oct.19-Oct.26, 2017)
I thought that this chapter touched a little on some of our conversations in Dr.Cannon’s class about journaling and really getting to know your students. I believe we discussed this as well on our first day or two in Dr. Young's class as well. With my limited experience, I did however see myself agreeing to almost everything Harvey Daniels said. I also learned a few cool things.
Teachers can use personal notes with their students to model good writing. This is perfect if you want to see and assess each student’s writing skills and get to know them better at a more personal level. Sometimes students will share information with you as a teacher that they wouldn’t dare say in a class or out loud in front of the whole class.He talked about his experience with dialogue journals/literature letters- an experience that I too could relate to 100%!!!!!Daniels thinks that teachers should regularly exchange informal letters to get to know them better and learn about their learning needs. The chats/dialgoues can be about the course, school, life, or whatever. Both sides enjoy the feeling of closeness or personalization that it offers. However, it can really overwhelm the teacher as there are so many letters or journals to respond to. It can take up your weekends and all your prep time, so it’s best to write back to 4-6 students a day, that way each student gets about 6 responses a year and it’s enough to build rapport. (I used to do this with my students every week and it killed my arm carrying all those journals. I ended up with nerve damage. Yet, I don’t really regret it because I was able to connect with my students and it helped keep them motivated throughout the year. I knew everything about them and they wanted me to leak out any information so they could talk all day!) It is also a huge responsibility because students sometimes share information like abuse that MUST be reported to social workers and the information shared can sometimes prevent a teacher from continuing these dialogue journals. The downside or delta is that it isn’t very academic. However, with your responses you can model good writing practice. Depending on your approach, you can also teach! A cool idea Daniels tapped into is using technology (Google Doc or a wiki--- they have a discussion feature) to make responding easier. I wish I knew about it years ago! It would have saved my arm. If you are seriously going to consider this as a teacher, I would advise you to read page 137 so that you establish your journal rules. On page 141, it lists the benefits of these dialogue journals. For teacher's that don't have a classroom, they can buy a mailbox under $10 and students and put their letters inside. I wish some of my teachers used this. Others did a great job at responding to our dialogue journals and as a student, I appreciated it very much. I felt that my teacher truly cared about me and showed interest and I pushed myself to put in my full effort.
I found the second half of the chapter is interesting. Last week we were discussing theory. Most teachers think that teaching theory is too sophisticated for their kids but they are actually on us teachers for the interpretive tools to help them make sense of it all. Deborah Appleman said something that I thought was embarrassing for me as a teacher to admit. Students are often better at finding meaning in a book. While we we read, sometimes we have questions or are confused about parts in a book/novel/story. Students are able to clear up our thoughts because they can brilliantly explain what befuddles you. Adolescents are smarter than what we give credit for being and can make sense of what they are reading as they are on a journey of intellectual growth and self-discovery. The chapter ended with mentioning the importance of READING to your students, NO MATTER WHAT GRADE LEVEL! They want high school teachers to remember this and they think it is more important actually that this continues because students are forgotten about or we would consider it silly to read to them.
Chapter 10: Beers: Teaching English Language Arts in a "Flat World."Oct.26-Nov.2, 2017
Friedman outlines 8 necessary skills that embody innovation and creativity that are needed in the business world but should be promoted in the classroom. Stakes are high in this global community.He suggests that in order to find success, these skills must be utilized, especially if we want to prepare students for a global community. Then we must consider developing these skills in the classroom. Organized groups might be assigned a conflict to which they provide and present solutions. Teachers can create wikis and nings to motivate students to use their time online productively. Students need to learn how to effectively communicate ideas in and out of the classroom. Websites like iearn.org and flasclassrooms.ning.com can be used to facilitate collaboration among students and teachers across the globe. Students need to be motivated and Friedman's eight skills can show student how they can use the classroom in the real world while also teaching standards.
Chapter 14: Beers: Unleashing Potential with Emerging TechnologiesNov.2-Nov.9,2017
I really enjoyed reading this chapter and hope to implement many of the ideas Kajder shared. Although technology doesn't make our work tidier, it does make it more interesting! There were a few things that I did in my classroom on a regular basis when I taught. One of them is using technology while students write. I would copy and paste their sentences into a word document and then place it on the overhead projector. As a class, we could revise sentences (grammar), look at structure ( mechanics), and even focus on content (ideas). Students loved it and were able to identify grammatical mistakes or even become aware of the different ideas shared by students to help improve their writing. I loved the idea because it was a way of helping everyone while avoiding individual embarrassment. There were a few questions I had in regards to the reading. On page 215, a student shared " I just want them to teach me the parts that I am not thinking about yet." Does he mean content related to his interest and helping him develop ideas? How do ask students to share their personal information the way Kader did with Max? I realized the classroom environment had to be very democratic, giving students voice and choice over content, media, and approach. This didn't scare me while I was teaching abroad because I had the liberty and freedom to design my curriculum and implement whatever ideas I had. However, I am worried now because public schools either follow a curriculum (soon the scripted curriculum) and standards need to be met. I think that if we use media literacy , then we will develop a generation of multi-literate youth that is better prepared for the real world while also meeting their needs and showing interest to their ideas and values. The ideas and techniques shared in the classroom really show what it means to teach democratically (something Finland is doing a great job at, using Bean's and Dewey's ideas) while developing the 5 minds of Gardner.
Chapter 15: Beers: Making it matter through the power of inquiryNov.9-Nov.16, 2017
My inquiry and research experience:- At school, it was very structured and seemed more " scientific." Instructions were clear, rubric provided, and sufficient time was giving. I don't remember much research happening in the ELA classroom, but definitely in history, science, and even social studies classrooms. As an adult, I was introduced to the i-search paper. I didn't understand the concept and thought it was an informal piece of writing but nonetheless learned a lesson.
Many children, especially boys, have the damaged learner identity. Teachers need to reverse this and change their world. We need to start caring and following our instincts instead of listening to other teachers say "he's a hopeless case."
Takeaways:
Challenge kids, but not too much
Make assignments feel relevant to students' lives
Encourage choice
Set clear goals and give immediate feedback
Build positive relationships
Foster deep concentration
Offer hands-on exercises
Make them laugh!
Chapter 16: Building Academic Success with Underachieving Adolescents
Seven thousand teens drop out of school daily! Students feel disconnected, unknowledgeable, or dumb. These stereotypes can only go so far- as teachers, it depends on what our expectations are. We should begin with high ones- pedagogies of confidence to empower adolescents. To reverse underachievement, we need to show them that we value their literate behaviors. Learn = (understanding + motivation) (competence 1 + confidence 2)
Nov.16-23, 2017 My Summarized Journal Article to Teach :
Rybakova, K., & Roccanti, R. (2016). Connecting The Canon To Current Young Adult Literature. American Secondary Education, 44(2), 1–16.
Pairing contemporary YAL with canonical texts, an example of scaffolding, is a powerful tool to help create literary meaning for students when they are connected rather than when pitted against one another. Young adult literature is defined by several characteristics: the protagonist is a teenager, the plot does not end in a “storybook” happy ending, and the content is typically a coming-of-age story (Cole, 2008, p. 49). The literary canon is defined as a collection of classic literary texts that are distinguished by overall literary quality, lasting significance, and a distinctive style that is worthy of study (Cole, 2008). The canon includes texts that have been around since the 17th century. In contrast, YAL as a category was only separated from children’s literature in 1957, so it has not yet had time to establish its literary merit. Bean andMoni (2003) argued that teaching canonical texts promoted teacher-centered approaches to meaning-making and that ready-made and easily available literary analyses denied students opportunities for critical thinking. In contrast, teaching YAL emphasizes the importance of student voices in constructing meaning by making connections from one text to another through methods such as bridging or reading ladders and provides space for students to become active learners rather than passive receivers of information. Controversial YAL prepares pre-service teachers to identify, analyze, and synthesize the controversial topics in canonical texts and to use an easier and more engaging text as a scaffold for dissecting a more complex canonical text. To be a proper scaffold, the YA book should be read before the paired canonical text in order to truly serve as a ladder, but preparing to read the canonical text must be an active process. Merely reading one text and then the next without instructional guidance will not create a ladder. Prior to reading, teachers should decide, based on class objectives and goals, what aspects of the books to focus on and encourage students to begin analyzing the YA text for such aspects. For character and genre comparisons, a graphic organizer with columns for both texts may be helpful, with students taking notes on directed areas of the YA novel and then going back to add notes to the other column when reading the canonical text. Once students have read, engaged with, and begun to analyze both novels, we suggest that a culminating individual or group project will assist students in fully finding the connection between YAL and the canon and can be used for assessment purposes. We suggest that students be given some choice in the form and content of their final project, but we suggest some sort of mashup or remix which incorporates both texts in the act of creating a new text.
Interlude 5 (pages 289- 294) and Afterward (pages 311-314) My takeaways and what it means to be a good teacher! Nov.16-23, 2017
I connected to everything Interlude 5 had to share. It really takes time to feel " at home" in the classroom. One student's behavior can take that experience away., however. A good teacher can find ways to make students feel part of the family and in doing so, the teacher will be at home. Becoming a teacher is not only a lifetime of work but also a lifetime of continuous learning. After reading the chapter, I became interested in observing good teaching outside of traditional classrooms. According to the chapter, differentiation is highlighted- individualized instruction is given by trying new things and really getting to know your students in order to help. Motivation can be as simple as daily praises and focus on only the improvements rather than weaknesses. An old teacher once told me that content and "looks" aren't really important. As long as you have a paper and pencil, you should be able to teach your students all the skills they need if you only show them you care. I guess that can be true if we look at Lesson 2's example. The teacher used outdated instruction but the experience and mutual respect or rapport were there. Students were motivated to work. I know from experience that you can't judge how good a teacher is by the way they talk or the way they dress or even appear. A good teacher shines in the classroom with the students. This is something that weighs heavily on my mind. Will I be judged according to my appearance? Will parents refuse me because I wear a headscarf? This chapter emphasized how a school could criticize one person because of their clothing, teaching style, and preference of curriculum or text even though that teacher proved to be effective with struggling or troubled students.
As for the second reading, how different was the US education in terms of reading and writing? The author stated she saw big changes in how students write and read. I wish she elaborated and emphasized a little more there. I myself used to consider myself tech savvy only because I didn't know what was really out there. After coming to NC State, I take back what I said! I used to use the projector almost on a daily basis to show 1-2 minute videos, do grammar lessons on a PowerPoint and games on the Promethean smart software.I used to use the comment option to edit my students' writing on Word document. Now, schools and NC State use Google document and classroom to easily edit and submit work. Wikispaces and other websites and applications are now used in the classroom on a daily basis to connect students academically and personally. I find it fascinating how fast technology has changed and how up-to-date students and children are almost "naturally." Now students can virtually go to a public school, funded by the government, for free on K12.com. How are they assessing and connecting with student work, performance, and understanding? How are they helping students developing a love for YAL? How will they know what books and poems will resonate with them?
Something that really caught my attention in this chapter was the teacher's own work as a reader and writer. By keeping a portfolio of plans, drafts, revisions, and editions, students can appreciate and see a purpose in writing. My coworker shared her portfolio of poems she drafted, wrote, and rewrote for work and for her children. It was a way to reach out, get personal, and build rapport with her students.
Find an object or an image that serves as a metaphor for the kind of teacher you want to be going forward.
My image:
What it represents: Relating to literature for young adults, I want to be a teacher that inspires curiosity and an investigative spirit in my students. I want my students to have a passion for what they do and to carry that on in whatever field that decide to go into and to remain life-long learners regardless of what they do for a living and keep their passion alive for what they love just like Indiana Jones. This image also conveys my love for everything vintage and especially of an era with a much higher standard of education where teachers were held in higher esteem by their students and the institutions they worked for. I want them to love life through YAL and apply the lessons they learn.
I will be keeping track of my reading list using a Google document.
Books I've read/ I plan on reading for my YAL Reading list include:
1. Indian Captive: The Story of Mary Jemison By Lois Lenski ( Read) Nonfiction
2. The Giver By Lois Lowry (Other World Novel) (Read)
3. Ellen Foster By Kaye Gibbons ( Problem Novel) (Read)
4. Either 3 Cups of Tea (Read) & Orphan Train by Christina Baker Kline(Read already) (Diverse Culture Novel)
5. Their Eyes Were Watching God By Zora Neale Hurston (African American) (Read)
6. Skellig By David Almond ( Magical Realism/Adventure) (Read)
7. I'll Give You the Sun By Jandy Nelson ( LGBTQ) (read)
8. The Fault in Our Stars By John Green ( Read)
9. American Born Chinese By Gene Young (Read ) and Smile By Raina Telgemeier ( Read) ( Graphic Novels)
10. Gary Paulsen series: Hatchet, The River, Brian's Winter ( Read Hatchet so far) ( YAL Series)
11. The Adventures of Huckleberry Finn By Mark Twain ( Personal Choice) (Read)
12.1984 By George Orwell ( Drama? ( NOT READ)
Comment: Hey, Sameerah, It would be helpful to distinguish between what you've read and what you're planning to read. It would also be helpful to know which genre you're attributing the books for. Best, Dr. Y
What is Young Adult Literature?
Pre-Reading Definition:
The literature includes a variety of genres for young adults between the ages of 11-20. Stories are told from the perspective of a young adult. Stories are usually quick to read and are fast-paced and keep the reader engaged in his/her own bubble or world to escape and understand reality. YAL deals with a lot of emotions and allows young adults to learn more about life and taboo topics while staying in a safe environment. Their imaginations are allowed to wander into different experiences and help them mature. There is always an emotional struggle in YAL and therefore young adults are able to connect, vent, and escape reality.
Post-Reading Definition:
The literature includes a variety of genres for young adults between the ages of 12-18.Stories are told from the perspective of a young honest and realistic adult with interesting themes, relating conflicts that are consistent with the young adult's experience, and language use is modern and relatable to readers. YAL helps young adults in their journey into adulthood through concrete physical, social, emotional experiences to help them with their struggles with identity, relationships with adults and society, and the choices they make.
Reflection on pre and post readings: Perhaps YAL became a trend because society changed. Adults and children grew apart with time, events, and even schools. The teacher was more involved with students at a personal level and could relate and "get close" in the early and mid 1900s (even earlier to that think about the period when the elite had a governess). The teacher once knew students at a personal level and thus knew their interests. As they grew apart, the need to understand them and their needs became an integral part of keeping them in the classroom which is why we have YAL- to fill in the gap.
Chapter 11: Bushman & Hass: ( Aug 24-31,2017):
After reading chapter 11, I felt both my pre and post definitions were correct and didn't change much except for age. What age was considered a "young adult" back then??? I believe it was different in the 1500s,1600s,1700s, 1800s, and even early 1900s. I found this interesting and worth sharing ( Source from Age of Consent link):
In his book, The Emphatic civilization, (Penguin, NY, 2000) Jeremy Rifkin points out that the concept of adolescence only emerged during the last decade of the nineteenth century and the first three decades of the twentieth century. Society started to think of childhood as extending beyond puberty, into the later teenage years. Before that, children were considered to graduate into adulthood with the onset of puberty.”
The "Age of Consent" ( scroll all the way down) in documented European and American history was as early as 7 to 15 years for girls and 12-16 for boys- the norm there and most other places in the world (when a girl reaches puberty back in the day, in countries like Spain, that hasn't changed much even today). What intrigued them at 7?12?15? As a reader and from discussions and recollections with my mother, whose mother was of European decent, I feel that more information could be added to this chapter. Although adults wanted young adults to read classics, religious, moral, didactic literature to shape a generation of responsible God-fearing and accomplished young adults, they read and shared more between each other in secret because they feared criticism and knew how harsh society and family could be- reputation was everything back in the day. Scriptures, the Bible, and other religious texts had moral lessons that young adults could reflect on and even wander into different "experiences." I was surprised the popular 1816 Frankenstein by Mary Shelly wasn't brought up in the reading. It was a big hit back then and young adults would buy her books (she used a pen name) sometimes in secret. Society wasn't happy that it was published because it went against their religious and scientific beliefs, but it generated more authors to publish different genres which later developed YAL. I feel any text back then that defied "society" could be categorized as YAL. Moreover, work that wasn't published was shared among society especially between friends/cliques for pleasure as a hobby. It was read before bed-time, a stroll in the garden, or as personal letters so they had personal space. They were able to tap into taboo topics and explore what life could be like in other societies, times, etc. More over, I feel that young adults were very interested in literature of demonology and witchcraft (ex: redheads were burned back then- so many different reasons to want to read about it) and Greek mythology which then translated into other great works of literature especially poetry. Europe was busy colonizing India and Africa. Journals and literature was read and shared and these young adolescents wanted to live a life of adventure and explore. West meets East- many books such as One Thousand and One Nights were translated and read in 1706.To those who couldn't afford an education, literature and topics of their interest was revived through oral storytelling and songs.Perhaps that's one reason why YAL doesn't go far into history. What young adults read and what adults wanted young adults to read are 2 different things.
My great grandmother was flogged because she wasn't suppose to read Uncle Tom's Cabin; she was told it was a "pack of lies."It was published around the 1850's and she was born in 1859 although her death certificate states 1892. She's the 4th person in the 1st row. The point of this picture is to show that just 2 generations ago, my mother's aunt ( the deceased great-looking chick in white) was only barely 15 yet she was treated and considered an adult even earlier than that. They matured much earlier than this generation. In the second picture, my grandmother is pregnant with her 3rd child and is only 17 years old. My grandfather is 21. I firmly believe what was then considered the age of young adult was between 8 to 13 based on family evidence . Every era and society will be different too. They read what was appropriate according to society, however, I know that journals, letters, and other work were shared in private- reflections of how they felt and what they endured which was more appropriate to their time , socio-economic and emotional struggle. They seem to hide this "side" of them.My grandfather keeps all his diaries in a box till today. Attached are other interesting things I've come across somewhat related to the reading:
Comment: Powerful connections, Sameerah. Helps illuminate, perhaps, some of the myths about youth today being expected to mature much faster than in the past. You touch on some of the hidden elements in the past that I think are probably more exposed today with media whether real, imagined, or exaggerated. And, you also raise the subversive nature of adolescent communication -- the need to communicate with each other in spaces outside of the adult gaze or recognition. Thank you for integrating the family artifacts -- very compelling! Best, Dr. Y
Chapter 2: Bushman & Hass: How do you evaluate and choose what you read? ( Aug 25-Sep 7, 2017)
Pre-Reading: I usually look at the cover and turn the book over to read whatever is on the back/end matter. If there's an epilogue, information about the author, or a synopsis of the book, I'll read it to see if I'm interested. Most times, I read the first page to see if there is a hook and make up my decision. I know that in some books, hooks don't appear until after a few pages into the chapter. I'll read a book based on a recommendation, especially if my librarian recommends one. I think it's important to build strong rapport with your librarian so they can get a sense of who you are and what you like in order to recommend you might cherish in the long run. I've always been a picky reader. The writing style, perspective, and events/plot must interesting. More importantly, I must like the character regardless if he or she is bad/ different/ unfortunate.I prefer reading and learning more about 'round' characters and see if there is a change or development in personality.I am not one to leave a book unread even if I don't like what I am reading. I'm usually very frustrated if I don't like what I'm reading and can therefore relate to young adults when they are forced to read something they don't enjoy. There's always that chance I may end up liking it.
Post-Reading: YA's enjoy reading realistic literature with a carefully crafted hook. The plot can vary in type but more importantly is character development to help readers connect and relate feelings, experience, and a whole range of relatable conflict.Themes are universal and most relate to human conditions. Style affects more than word choice and an omniscient point of view is preferred so that readers get into the mid-set of the characters. Other literary elements are important such as humor, metaphors, flashbacks and foreshadowing for different purposes; mainly it is a realization that YAL can be taught in the classroom for its richness. They have a role in YAL, but from my understanding of the reading, elements of literature have a more profound impact and can challenge the cannon. Young adults make meaning of what they read and what they sense in the world around them, they are more eager to do something with this meaning when they write."I was impressed to read that they liked neatly-tied endings with closure. This made me think back to when I was a young adult. I remember reading The Catcher in the Rye and I felt that it didn't give me closure because it wasn't the ending I had anticipated. Even though there was an ending, I wanted a better ending for Holden. The writing style made me feel like I was going on a journey of self-exploration and inner conflict with him and I found it difficult to find closure. I still regard that book as one of my favorites, however, I was disappointed back in the day.This chapter made me realize that if given an opportunity to do a novel study, I must understand my students, their needs, interests and find a common ground first so that I can select a suitable book to teach them effectively. Reading shouldn't be a punitive task in the classroom.
Chapter 3: Beers et al: What does it mean to be multi-literate? (Aug 25- Sep 7, 2017)
Pre-Reading: I've never come across the term. I assume it means literate in different genres, texts, cultures and societies. Or multi-literate in both digital/electronic and printed material?
Post-Reading: According to Cope and Kantzis , it refers to "modes of representation much broader than language alone." On page 23, it says "literacies are multiple and vary according to the social contexts in which they are enacted." To a certain extent, both my pre-reading definitions combined are true. People will read both printed and digital/electronic texts and will use media as a platform to discuss, share ideas, and make a stance where their voices are heard. This made me think of social media and how for example, Twitter has changed and developed language, context, and usage in the eyes of "Digital Immigrants". The new generation or "Digitial Natives" are quite skilled where users are forced to use 140 characters ( even though it doesn't follow conventional spelling or grammar) to create a brief, concise form of thought and the topics they discuss are universal and relate to their social contexts with the use of signs. The older generation may think that Twitter or even "worse", Tumblr destroyed the English language with new ideas and contractions such as :Y'all'd've" and I'dn't've/ it'dn'tve. Aside from humor, it introduces you to other dialects and an interesting insight to be able to observe what new words are created to pack as much information as possible in a tweet or post. Moreover, I realize how different the two generations could be in this modern world, for example, the pound sign # was reformed and developed into hashtag. New name, new use, new definition. This video beautifully illustrates the difference between the thinking of digital immigrants and natives.Click this! Read the YouTube description box. When I'm in the classroom, I feel torn. I find myself torn between the two generations in regards because they both have valid viewpoints. What should be allowed in the classroom? As a PS1/pre-service teacher, I was fortunate enough to actually see the implementation of the hashtag in the classroom. I saw how effective it was as homework and through a recap activity. However, in other activities, I saw no purpose and began to worry! What does English look like in the modern day classroom? Times have changed and so has literacy yet when will our policy and decision makers recognize it? What will it look like if "their" literacy skills are used in the classroom to create something dynamic and new? Although I want my students be be able to read and write in standardized English, I feel it is a matter of time that even news anchors and reporters ( who look and sound professional because of standard English) will be using colloquial language and style of the newer generation. #Flashback#Foreshadow#BridgetJonesReporting
Comment: Yes, times are changing and they change faster than ever now! I resisted the removal of the hyphen in email for the longest time, but it is standard now. I will not give up my oxford comma, but words and symbols can have more than one meaning -- the # video is funny. I believe that ship has sailed -- # can have multiple meanings and hashtag is not going to end anytime soon I believe. This demonstrates the power and evolutionary nature of language, as well as the ability of multiliterate youth and adults to repurpose technology in dynamic ways.
Chapter 3: Bushman &Hass: What are your takeaways in terms of thinking about a place to begin with students and teaching literature to YA? (Sep 8- Sep 14, 2017)
The beginning of the chapter was frustrating to read. I felt a lot of fingers were pointed at the teacher. I was shocked that there hasn't been any changes in the teaching of literature. Student are simply not reading in school, assuming that it is the teachers fault ( pg 53 literature instruction focused on teaching information, analyzing the text teaching and seeking specific knowledge about the text). I'd point fingers as policy makers who have shaped education into being just that. The State has requirements and the teacher fulfills them by making sure students are passing assessments.And the common core? These all dictate the way we teach. Students aren't readers.... maybe it's time to throw away the old cannon and come up with one tailored for the classroom's cultural and emotional needs and interests.That is what this chapter was implying. Again, I realize every school is different and the skills and techniques a teacher brings in the classroom won't be the same for each student; thus they have different attitudes towards reading. On page 56, I disagree with the statement, " literature is experience, not information, and that the students must be invited to participate in it, not simply observe it from outside." As a middle school student I remembered getting my experience from the information I learned, then used it with creativity to create something unique, I found myself guilty of thinking I was measuring performance where instead students are determining my expectations and answers; thus their real learning was overlooked most of the time.I like how this chapter gave some ideas regarding to teaching strategies and style to create student literature experience. If I had power ( I'm assuming we will be stuck with the scripted curriculum),I would allow students the ability to choose and read a variety of challenging books appropriate for their age level and interests. Moreover, for assessment, they would need to find a creative way to express how literature has affected them through experience ( without teacher suggestions to see what they are capable of producing) and I believe students will bring something new and unique- their true literacy skills will shine and a fondness of reading will be established and maintained in the classroom.
Chapter 6: Bushman &Haas + Chapter 11 Nilsen et al: ( Sep 14-Sep 21, 2017)
Prior Reading: In middle school, my teachers had their own library. I don't remember the school having a library on campus and the public library was within walking distance to the school. I remember ALL the students would walk to the library and finish homework and read until their parents could pick them up. I lived across the school and the library was my third home ( school was my 2nd!). My teachers offered a lot of varied texts- books from the cannon, YAL, short stories, lots of books on poetry, and a huge compilation of student work she had gathered over the years bound into a book (and we took turns reading them because it was great and indirectly set a standard for us- if our work was good enough others could read). I read everything I could provided in the class only because my teachers brought life to books by reading excerpts and leaving us wanting to find out more. Our first period was homeroom and we did a lot of silent reading (from her shelf of books) and I appreciated that time of the day the most. Sometimes we just listened to her read- my parents would tell oral stories before bedtime( we had a busy life and my parents never read to us) and so I enjoyed being read to. We could choose what we wanted to read and rushed to steal books after the teacher would give us a "sneak peek." I enjoyed the cannon when it was taught in school because of the teacher's style and approach. In high school, we had a textbook and did our structured assignments. I can't complain about that. I did well. It was easy at the time but then after the 9/11 attacks, I did independent study and had to self-teach/read everything. I only read textbooks and didn't read as much because I was trying to finish high school early and moved abroad. High school readings weren't memorable but university made up for everything I missed.
Post Reading: My teacher used some of the "Lucky Seven" activities like making a movie poster/book cover for a novel we read and monopoly. She gave us a layout and we took that home and wrote questions- she provided us with a "menu" of question types ( we had to provide answers on index cards). What I remember about monopoly was if we integrated tricky elements of literature or figurative language, then we could skip spaces. We used our work in class and played our own games with classmates. Wendy William's What's Cooking in Your YAL Class brought some memories (the recipe critic unit)where we had to select a recipe, try it out at home, write out the cooking procedure following an evaluation of the cooked result using a sheet of adjectives she provided. Students sampled each others food and wrote a paragraph review for each student and we complied a portfolio. Everything was project based and student centered. Although it might not seem like "literature" is being taught, it was- just in a different approach. We did a lot of expository and persuasive writing. But then again, we were responsible for our own writing by "doing the research" and reading at home. The teacher guided us in the classroom and we worked with our peers. When I was teaching, I've tried thematic units and one-book one in middle school and thought that was very successful. I love the ideas and samples the chapter provides. However, one-book, one-class didn't seem as successful when I tried it with high school students.I never tried one-book, one-student and would love to implement the idea in the classroom. I saw how effective it was in your classroom as you introduced the course and fell in love with the idea. I now see how the same idea can be built upon and used in the classroom on a daily basis. I love Bushman & Hass! It is something I feel I will be using and referring to later on in life (in practice ...one day?)I'm very grateful that you selected textbooks that we can apply in life. They were worth the time and money!
Chapter 4: Bushman & Hass : The Reading- Writing Connection ( Discuss your experiences as a student and your takeaways as an ELA teacher. ( Sep 21-Sep 28, 2017)
Organizing the Lit Go Map! (Homework) https://docs.google.com/a/ncsu.edu/document/d/1b25iAu3-im6dV6EQ3Mkgm1LLwQsouI2lyxaMS2Of3EI/edit?usp=sharing
As a student in middle school, I remember learning how to take notes and then formulate my notes into an essay. We had a lot of required "research" papers and the main community library was across the street. Our teachers had us use the library a lot for different subjects and uses. I also remember that we did a lot of creative writing- short stories, narratives, and poetry. However, it wasn't really guided or structured. Something that took me by surprise was that grammar didn't help you become a better writer. I remember my teachers giving us mini- grammar lessons to make sure we were aware of different sentence structures ( passive/active...simple/compound/complex) so that when we did write, we had to reflect and make changes or the teacher would stress a lot on it using her red pen.Most of the writing we did was in response to answer comprehension questions. I remember writing a lot for my current events and speech class (something I hated because I was never comfortable talking or reading in front of an audience). Later when I went on to high school, writing became more guided and there was a lot of structure. We were able to see that writing is a long process and workshops were always held to teach different types of essays. We were given a chance to read student work and discuss what made it strong or poor writing and the teacher made us reflect a lot on organization and cohesion. Laterm when I did independent study (after the 9/11 attacks), most of my writing was comprehension- based- answering textbook questions, research papers and almost no creative writing.
However, as a new teacher, I remember teaching my students to respond to the text using similar examples from the book. Writing and reading are very connected and my students would work together to find meaning to their reading through their writing. I learned a few new strategies to engage students in reading and writing. I love the idea of buddy journals to create written dialogue about the books they are reading. I wish I knew about it while I was teaching because ALL my students were heavy readers! I also like the bio-poem and it can easily be used for any novel in middle school. I was reading through all the examples and wondered how many pre-reading activities are suggested before introducing them to the novel?
Chapter 8 Beers:What do Aguilar, Fu, and Jago provide for us in thinking about how we teach and meet the needs of ELLs? (Oct.12-Oct.19, 2017)
I enjoyed this reading because it provided positive instruction on how to handle, teach and meet the needs of English language learners. I agree that we should hold high standards and expectations of ELL student and allow them to use their native language in the classroom. As teachers, we should respect their learning styles and allow them a silent period of two months if they need it. I really feel that if the teacher tries to build rapport and has school support and an interpreter, students will start using English sooner. It's important to asses their proficiency so that we can create lesson plans that support their needs so that we too can meet standards. I see that in schools, ELL students are not encouraged to speak in their mother tongue. Asking them to refrain from their language is hurtful and hard as they can take it as if you are asking the to "forget" or abandon their identity. It can create a language barrier. By encouraging and allowing students to sit together and talk in their mother tongue, they can express their true concerns and issues that matter to them. They can help each other express feeling and opinions and translate from one language to the other. They want to be apart of the school and community and by grouping them together, they can feel apart of the school community. They should be allowed to use their language because it acts as a scaffold to the second language. It is really important for teachers to educate themselves and understand the differences and similarities between English and foreign languages and their culture so teaching styles can be adjusted
When I was working abroad, ESL centers and school management FORBID students to use their mother tongue in the language. Moreover, they did not allow teachers to use a second language (I am bilingual). I am guilty of allowing them to use their language or even translating for them only when I saw it necessary. However, I do not regret it because I saw growth and student's worked harder in the classroom. This chapter made me feel much better.
Chapter 9: Beers: One Teacher to One Student with One Powerful Strategy by Harvey Daniels and Interlude 3 " Reading with Adolescents."(Oct.19-Oct.26, 2017)
I thought that this chapter touched a little on some of our conversations in Dr.Cannon’s class about journaling and really getting to know your students. I believe we discussed this as well on our first day or two in Dr. Young's class as well. With my limited experience, I did however see myself agreeing to almost everything Harvey Daniels said. I also learned a few cool things.
Teachers can use personal notes with their students to model good writing. This is perfect if you want to see and assess each student’s writing skills and get to know them better at a more personal level. Sometimes students will share information with you as a teacher that they wouldn’t dare say in a class or out loud in front of the whole class.He talked about his experience with dialogue journals/literature letters- an experience that I too could relate to 100%!!!!!Daniels thinks that teachers should regularly exchange informal letters to get to know them better and learn about their learning needs. The chats/dialgoues can be about the course, school, life, or whatever. Both sides enjoy the feeling of closeness or personalization that it offers. However, it can really overwhelm the teacher as there are so many letters or journals to respond to. It can take up your weekends and all your prep time, so it’s best to write back to 4-6 students a day, that way each student gets about 6 responses a year and it’s enough to build rapport. (I used to do this with my students every week and it killed my arm carrying all those journals. I ended up with nerve damage. Yet, I don’t really regret it because I was able to connect with my students and it helped keep them motivated throughout the year. I knew everything about them and they wanted me to leak out any information so they could talk all day!) It is also a huge responsibility because students sometimes share information like abuse that MUST be reported to social workers and the information shared can sometimes prevent a teacher from continuing these dialogue journals. The downside or delta is that it isn’t very academic. However, with your responses you can model good writing practice. Depending on your approach, you can also teach! A cool idea Daniels tapped into is using technology (Google Doc or a wiki--- they have a discussion feature) to make responding easier. I wish I knew about it years ago! It would have saved my arm. If you are seriously going to consider this as a teacher, I would advise you to read page 137 so that you establish your journal rules. On page 141, it lists the benefits of these dialogue journals. For teacher's that don't have a classroom, they can buy a mailbox under $10 and students and put their letters inside. I wish some of my teachers used this. Others did a great job at responding to our dialogue journals and as a student, I appreciated it very much. I felt that my teacher truly cared about me and showed interest and I pushed myself to put in my full effort.
I found the second half of the chapter is interesting. Last week we were discussing theory. Most teachers think that teaching theory is too sophisticated for their kids but they are actually on us teachers for the interpretive tools to help them make sense of it all. Deborah Appleman said something that I thought was embarrassing for me as a teacher to admit. Students are often better at finding meaning in a book. While we we read, sometimes we have questions or are confused about parts in a book/novel/story. Students are able to clear up our thoughts because they can brilliantly explain what befuddles you. Adolescents are smarter than what we give credit for being and can make sense of what they are reading as they are on a journey of intellectual growth and self-discovery. The chapter ended with mentioning the importance of READING to your students, NO MATTER WHAT GRADE LEVEL! They want high school teachers to remember this and they think it is more important actually that this continues because students are forgotten about or we would consider it silly to read to them.
Chapter 10: Beers: Teaching English Language Arts in a "Flat World." Oct.26-Nov.2, 2017
Friedman outlines 8 necessary skills that embody innovation and creativity that are needed in the business world but should be promoted in the classroom. Stakes are high in this global community.He suggests that in order to find success, these skills must be utilized, especially if we want to prepare students for a global community. Then we must consider developing these skills in the classroom. Organized groups might be assigned a conflict to which they provide and present solutions. Teachers can create wikis and nings to motivate students to use their time online productively. Students need to learn how to effectively communicate ideas in and out of the classroom. Websites like iearn.org and flasclassrooms.ning.com can be used to facilitate collaboration among students and teachers across the globe. Students need to be motivated and Friedman's eight skills can show student how they can use the classroom in the real world while also teaching standards.
Chapter 14: Beers: Unleashing Potential with Emerging Technologies Nov.2-Nov.9,2017
I really enjoyed reading this chapter and hope to implement many of the ideas Kajder shared. Although technology doesn't make our work tidier, it does make it more interesting! There were a few things that I did in my classroom on a regular basis when I taught. One of them is using technology while students write. I would copy and paste their sentences into a word document and then place it on the overhead projector. As a class, we could revise sentences (grammar), look at structure ( mechanics), and even focus on content (ideas). Students loved it and were able to identify grammatical mistakes or even become aware of the different ideas shared by students to help improve their writing. I loved the idea because it was a way of helping everyone while avoiding individual embarrassment. There were a few questions I had in regards to the reading. On page 215, a student shared " I just want them to teach me the parts that I am not thinking about yet." Does he mean content related to his interest and helping him develop ideas? How do ask students to share their personal information the way Kader did with Max? I realized the classroom environment had to be very democratic, giving students voice and choice over content, media, and approach. This didn't scare me while I was teaching abroad because I had the liberty and freedom to design my curriculum and implement whatever ideas I had. However, I am worried now because public schools either follow a curriculum (soon the scripted curriculum) and standards need to be met. I think that if we use media literacy , then we will develop a generation of multi-literate youth that is better prepared for the real world while also meeting their needs and showing interest to their ideas and values. The ideas and techniques shared in the classroom really show what it means to teach democratically (something Finland is doing a great job at, using Bean's and Dewey's ideas) while developing the 5 minds of Gardner.
Chapter 15: Beers: Making it matter through the power of inquiry Nov.9-Nov.16, 2017
My inquiry and research experience:- At school, it was very structured and seemed more " scientific." Instructions were clear, rubric provided, and sufficient time was giving. I don't remember much research happening in the ELA classroom, but definitely in history, science, and even social studies classrooms. As an adult, I was introduced to the i-search paper. I didn't understand the concept and thought it was an informal piece of writing but nonetheless learned a lesson.
Many children, especially boys, have the damaged learner identity. Teachers need to reverse this and change their world. We need to start caring and following our instincts instead of listening to other teachers say "he's a hopeless case."
Takeaways:
Chapter 16: Building Academic Success with Underachieving Adolescents
Seven thousand teens drop out of school daily! Students feel disconnected, unknowledgeable, or dumb. These stereotypes can only go so far- as teachers, it depends on what our expectations are. We should begin with high ones- pedagogies of confidence to empower adolescents. To reverse underachievement, we need to show them that we value their literate behaviors. Learn = (understanding + motivation) (competence 1 + confidence 2)
Nov.16-23, 2017 My Summarized Journal Article to Teach :
Rybakova, K., & Roccanti, R. (2016). Connecting The Canon To Current Young Adult Literature. American Secondary Education, 44(2), 1–16.
Pairing contemporary YAL with canonical texts, an example of scaffolding, is a powerful tool to help create literary meaning for students when they are connected rather than when pitted against one another. Young adult literature is defined by several characteristics: the protagonist is a teenager, the plot does not end in a “storybook” happy ending, and the content is typically a coming-of-age story (Cole, 2008, p. 49). The literary canon is defined as a collection of classic literary texts that are distinguished by overall literary quality, lasting significance, and a distinctive style that is worthy of study (Cole, 2008). The canon includes texts that have been around since the 17th century. In contrast, YAL as a category was only separated from children’s literature in 1957, so it has not yet had time to establish its literary merit. Bean andMoni (2003) argued that teaching canonical texts promoted teacher-centered approaches to meaning-making and that ready-made and easily available literary analyses denied students opportunities for critical thinking. In contrast, teaching YAL emphasizes the importance of student voices in constructing meaning by making connections from one text to another through methods such as bridging or reading ladders
and provides space for students to become active learners rather than passive receivers of information. Controversial YAL prepares pre-service teachers to identify, analyze, and synthesize the controversial topics in canonical texts and to use an easier and more engaging text as a scaffold for dissecting a more complex canonical text.
To be a proper scaffold, the YA book should be read before the paired canonical text in order to truly serve as a ladder, but preparing to read the canonical text must be an active process. Merely reading one text and then the next without instructional guidance will not create a ladder. Prior to reading, teachers should decide, based on class objectives and goals, what aspects of the books to focus on and encourage students to begin analyzing the YA text for such aspects. For character and genre comparisons, a graphic organizer with columns for both texts may be helpful, with students taking notes on directed areas of the YA novel and then going back to add notes to the other column when reading the canonical text. Once students have read, engaged with, and begun to analyze both novels, we suggest that a culminating individual or group project will assist students in fully finding the connection between YAL and the canon and can be used for assessment purposes. We suggest that students be given some choice in the form and content of their final project, but we suggest some sort of mashup or remix which incorporates both texts in the act of creating a new text.
Interlude 5 (pages 289- 294) and Afterward (pages 311-314) My takeaways and what it means to be a good teacher! Nov.16-23, 2017
I connected to everything Interlude 5 had to share. It really takes time to feel " at home" in the classroom. One student's behavior can take that experience away., however. A good teacher can find ways to make students feel part of the family and in doing so, the teacher will be at home. Becoming a teacher is not only a lifetime of work but also a lifetime of continuous learning. After reading the chapter, I became interested in observing good teaching outside of traditional classrooms. According to the chapter, differentiation is highlighted- individualized instruction is given by trying new things and really getting to know your students in order to help. Motivation can be as simple as daily praises and focus on only the improvements rather than weaknesses. An old teacher once told me that content and "looks" aren't really important. As long as you have a paper and pencil, you should be able to teach your students all the skills they need if you only show them you care. I guess that can be true if we look at Lesson 2's example. The teacher used outdated instruction but the experience and mutual respect or rapport were there. Students were motivated to work. I know from experience that you can't judge how good a teacher is by the way they talk or the way they dress or even appear. A good teacher shines in the classroom with the students. This is something that weighs heavily on my mind. Will I be judged according to my appearance? Will parents refuse me because I wear a headscarf? This chapter emphasized how a school could criticize one person because of their clothing, teaching style, and preference of curriculum or text even though that teacher proved to be effective with struggling or troubled students.
As for the second reading, how different was the US education in terms of reading and writing? The author stated she saw big changes in how students write and read. I wish she elaborated and emphasized a little more there. I myself used to consider myself tech savvy only because I didn't know what was really out there. After coming to NC State, I take back what I said! I used to use the projector almost on a daily basis to show 1-2 minute videos, do grammar lessons on a PowerPoint and games on the Promethean smart software.I used to use the comment option to edit my students' writing on Word document. Now, schools and NC State use Google document and classroom to easily edit and submit work. Wikispaces and other websites and applications are now used in the classroom on a daily basis to connect students academically and personally. I find it fascinating how fast technology has changed and how up-to-date students and children are almost "naturally." Now students can virtually go to a public school, funded by the government, for free on K12.com. How are they assessing and connecting with student work, performance, and understanding? How are they helping students developing a love for YAL? How will they know what books and poems will resonate with them?
Something that really caught my attention in this chapter was the teacher's own work as a reader and writer. By keeping a portfolio of plans, drafts, revisions, and editions, students can appreciate and see a purpose in writing. My coworker shared her portfolio of poems she drafted, wrote, and rewrote for work and for her children. It was a way to reach out, get personal, and build rapport with her students.
Find an object or an image that serves as a metaphor for the kind of teacher you want to be going forward.
My image:
What it represents:
Relating to literature for young adults, I want to be a teacher that inspires curiosity and an investigative spirit in my students. I want my students to have a passion for what they do and to carry that on in whatever field that decide to go into and to remain life-long learners regardless of what they do for a living and keep their passion alive for what they love just like Indiana Jones. This image also conveys my love for everything vintage and especially of an era with a much higher standard of education where teachers were held in higher esteem by their students and the institutions they worked for. I want them to love life through YAL and apply the lessons they learn.